1. Icebreaker : Invite students to do the activity, “What am I?”– see Annexe 1. Explain to the students that asking questions is an important skill in solving mysteries.
2. KWL (What I Know; What I Want to Know; What I learned) – Invite students to fill out the first two columns. Topic – Solving mysteries
- To determine students’ language level and ability to communicate in English. - To activate students ‘prior knowledge of solving mysteries.
- Invite the students to draw what they think a scientist looks like. make your scientist.docx Discuss the stereotype of a scientist: old, glasses, bald or wild hair, lab coat, test tube, etc.
4. Great Mouse Detective part 1 **http://www.youtube.com/watch?v=c6BXQQp-AJo** Watch the video. Read the questions to be answered with the students. Put the students in partners of groups of 3 to answer as many questions as possible. Watch the video again. Have the students complete the questions. Correct the questions with the students.
- Discuss with the students what will happen next.
5. Case study example - The Case of the Snack Shack - http://kids.mysterynet.com/quicksolve/ - Read the story, “Case of the Snack Shack” with the students. - Project the story onto a screen (so that students can read the story as well). -Invite the students to list the unfamiliar vocabulary and review the meaning of the words with the students. - Invite students to identify the facts from the case:
The window for the back room in Harborville’s Beach Snack Shop was broken. Mr. Levine had left the shop after he had completed the price change poster. Nothing was stolen. Prices were raised by 10% Nathan and Trevor had been fishing since dawn. Trevor knew that a dollar was not enough to buy a sandwich. One would need 10 more cents.
- Ask the students , “How did Max solve the crime?” (He identified suspects and then questioned them) ; “What other types of clues could Max have used to solve the case? “ (Fingerprints, footprints) - Invite students to draw a picture for the story.
- To show students that science is not limited to scientists. - To expose students to possible careers in science. - To encourage students to think of themselves as scientists. - To prepare students for the discussion about the variety of forensic scientists.
- To develop students’ observation and listening skills.
- To develop student vocabulary. - To assist students in distinguishing between relevant and irrelevant information. - To assist students in analyzing and interpreting information to make deductions
- To enhance student understanding of the story events.
2. KWL (What I Know; What I Want to Know; What I learned) – Invite students to fill out the first two columns. Topic – Solving mysteries
- To activate students ‘prior knowledge of solving mysteries.
- Invite the students to draw what they think a scientist looks like.
make your scientist.docx
Discuss the stereotype of a scientist: old, glasses, bald or wild hair, lab coat, test tube, etc.
- Show the presentation PowerPoint
Whatdoesascientistlooklike.ppt
-Discuss with students who are the people that do science and what do they look like?
- Invite students to draw themselves as scientists
I am a Scientist ISN .docx
http://www.middleschoolscience.com/i-am-a-scientist-isn.pdf
- Invite students to do the puzzle:
goodscientists puzzle.pdf
4. Great Mouse Detective part 1
**http://www.youtube.com/watch?v=c6BXQQp-AJo**
Watch the video.
Read the questions to be answered with the students. Put the students in partners of groups of 3 to answer as many questions as possible. Watch the video again. Have the students complete the questions. Correct the questions with the students.
- Discuss with the students what will happen next.
5. Case study example - The Case of the
Snack Shack - http://kids.mysterynet.com/quicksolve/
- Read the story, “Case of the Snack Shack” with the students.
- Project the story onto a screen (so that students can read the story as well).
-Invite the students to list the unfamiliar vocabulary and review the meaning of the words with the students.
- Invite students to identify the facts from the case:
The window for the back room in Harborville’s Beach Snack Shop was broken.
Mr. Levine had left the shop after he had completed the price change poster.
Nothing was stolen.
Prices were raised by 10%
Nathan and Trevor had been fishing since dawn.
Trevor knew that a dollar was not enough to buy a sandwich. One would need 10 more cents.
- Ask the students , “How did Max solve the crime?” (He identified suspects and then questioned them) ; “What other types of clues could Max have used to solve the case? “ (Fingerprints, footprints)
- Invite students to draw a picture for the story.
- To expose students to possible careers in science.
- To encourage students to think of themselves as scientists.
- To prepare students for the discussion about the variety of forensic scientists.
- To develop students’ observation and listening skills.
- To develop student vocabulary.
- To assist students in distinguishing between relevant and irrelevant information.
- To assist students in analyzing and interpreting information to make deductions
- To enhance student understanding of the story events.
60 min.
30 min.